Evaluating The Combined Effects Of Response Cards And Guided Notes On Students Retention Of Course Content PDF Download

Abstract: The Individuals with Disabilities Education Act (1997) requires that students with disabilities be educated alongside typically developing peers in general education classrooms to the greatest extent possible. Individualized Education Plans (I.E.P.) written for students with disabilities also now require that assistive technology be considered by the IEP team and provided for students who qualify for such supports and services in special and regular education environments. Research strongly supports the relationship between ASR and student achievement (Heward, 1994). The use of guided notes as a curriculum enhancement and instructional strategy has shown positive results for students with and without disabilities. However, research investigating the effects of computer use in classrooms for students with disabilities is unclear. Given the empirical evidence supporting the use of guided notes, and a lack of evidence supporting the use of computers in special education settings, this study was designed to evaluate the effects of two forms of guided notes on student learning. Specifically, this study investigated the effects of computer assisted guided notes and computer assisted guided notes study cards on students' note completion, accuracy and on next-clay quiz scores. This study evaluated the effects of computer assisted guided notes and computer assisted guided notes study cards on middle school students' note completion and accuracy and learning of science facts. This study compared the effects of three experimental conditions: (a) Computer Assisted Own Notes (CAON), (b) Computer Assisted Guided Notes (CAGN), and (c) Computer Assisted Guided Notes Study Cards (CAGNSC) on each student's completion and accuracy of notes, and next-day quiz scores. Each session, the experimenter (classroom teacher) presented 10 science facts during a lecture and students took notes on individual computers using word processing software, printing each set of completed notes. The students were given 5 minutes to study their notes at the beginning of each session the following day. In the ON condition students typed notes on a computerized template with numbered lines from 1 to 10. Just before each next-day quiz, students received 5 minutes for an individual review of their notes. In the CAGN condition students typed notes on guided notes templates that after lecture they printed and used the following day for study. In the CAGNSC condition students typed notes on specially formatted computer-based guided notes that after lecture they cut into a set of flashcards that could be used for study. The students' mean completion was 49.3% during ON, 98.7% during the initial CAGN phase, 99.4% during the initial CAGNSC phase, 100% during the final CAGN phase and 99.3% during the final CAGNSC phase of the study. The group mean for accuracy of notes was 49.3% during ON, 93.3% during the initial CAGN phase, 97.4% during the initial CAGNSC phase, 97% accuracy during the final CAGN phase, and 98% accuracy during the final CAGNSC phase of the study. The students' mean next-day quiz scores were 2.74 during ON, 4.43 during the initial CAGN phase, 6.24 during the initial CAGNSC phase, 5.61 during the return to CAGN and 6.22 during the final CAGNSC phase of the study. Although students' data showed variability, the results suggest that students took more complete and accurate notes during CAGN and CAGNSC conditions than they did during the CAON condition. Students' also performed better on next day quizzes during CAGN and CAGNSC conditions than they scored during the CAON condition. All seven students scored higher during CAGNSC than they scored during CAGN. These results suggest that computer assisted guided notes can improve students' note taking, and computer assisted guided notes study cards can help students prepare for quizzes. Student' opinions regarding the CAGN and CAGNSC procedures were positive and favorable.